- •Міністерство освіти і науки України
- •Exercise 1 This exercise should be taken every morning and evening before an open window.
- •Exercise 2 This exercise can be taken every time you walk.
- •Part II articulation exercises
- •I. Exercises for the Opening of the Mouth
- •II. Exercises for the Lips
- •III. Exercises for the Tongue
- •IV. Exercises for the Soft Palate
- •Part III laboratory works
- •Imitate the reading.
- •Imitate the reading.
- •Imitate the reading.
- •10.Read each of the sentences below twice, using word (a) in the first reading and word (b) in the second. Then read again and use either (a) or (b).
- •Imitate the reading.
- •5. Listen how the speaker on the tape pronounces fricatives in the word medial position. Imitate the reading.
- •7. Listen how the speaker on the tape pronounces fricatives in word final position. Imitate the reading.
- •10. Practise reading the following word-contrasts.
- •11.Look at the word combinations below and decide which of the vowels have to be longer and which shorter. Now say the phrases with good vowel length and good difference between and .
- •14.Look at the word combinations and phrases with - .
- •15.Practise reading the following with and no initially.
- •16.Reading Matter. Listen and follow the speaker on the tape reading the phrases below.
- •17. Transcribe and intone the phrases above.
- •Nasal Sonorants
- •Imitate the reading.
- •5. Reading Matter. Listen how the speaker on the tape reads the phrases below.
- •16.Reading Matter. Listen how the speaker on the tape reads the phrases below.
- •9. Reading Matter. Listen how the speaker on the tape reads the phrases below. Practise reading them.
- •3. Practise reading the families of words at normal conversational speed.
- •4. Read the following sets of words.
- •1. Listen how the speaker on the tape pronounces the following words:
- •5. Transcribe the following words. Underline the syllables in which the vowels are weakened to the neutral sounds. Practise reading them.
- •5. Reading Matter. Listen how the speaker on the tape reads the phrases below.
- •6. Transcribe and intone the phrases above.
- •5.Reading Matter. Listen how the speaker on the tape reads the phrases below.
- •6.Transcribe and intone the phrases above.
- •4. Reading Matter. Listen how the speaker on the tape reads the phrases below.
- •5. Transcribe and intone the phrases above, practise reading them at normal conversational speed.
- •5. Reading Matter. Listen how the speaker on the tape reads the phrases, and the limerick below.
- •6. Practise reading the exercise above at normal conversational speed. Concentrate your attention on the sound .
- •5. Read the following sets of words. Tell the differences between the opposed sounds.
- •6. Reading Matter. Listen how the speaker on the tape reads a piece of poetry.
- •5. Transcribe and intone the phrases above.
- •1. Listen how the speaker on the tape pronounces the following words:
- •5. Transcribe and intone the phrases above.
- •1. Transcribe the following words and define the number of syllables. Say what sound is syllabic. Read the words:
- •3. Transcribe the following words. Split them up into syllables. Define the syllable boundary and say how it is indicated. Read the examples.
- •Laboratory work №11 word stress
- •4. This exercise is meant to teach you to recognize noun compounds and speak them with proper accentual patterns. Transcribe the following sentences, mark the stresses and tunes and read them aloud.
- •5. Transcribe and read aloud the following sets of words. Concentrate on the changes in accentual patterns.
- •7. Transcribe the following sentences. Mark the stresses and tunes. Concentrate on the influence of rhythm on the accentual structure of compound adjectives. Read the phrases aloud.
- •2. This exercise is meant to develop your ability to introduce teaching material in class with correct intonation.
- •3. Find texts dealing with various aspects of general linguistics, phonetics, grammar, lexicology or literature and prepare them for oral presentation in class as:
- •4. This exercise is intended to develop your ability to hear and reproduce the kind of intonation used in reading aloud scientific prose.
- •5. This exercise is intended to develop your ability to read aloud scientific prose with correct intonation.
- •1. This exercise is intended to develop your ability to hear and reproduce the kind of intonation used in publicistic style (oratory and speeches).
- •Identify and make as full list as possible of publicistic style peculiarities as they are displayed in the text.
- •3. Find extracts dealing with various political and social issues of the day and prepare them for oral presentation in class as:
- •1. Listen how the speaker on the tape pronounces the following sentences with homogeneous parts. Imitate the reading. Practise them. Be sure to form separate intonation groups of homogeneous parts:
- •4. Give examples of statements containing enumeration. Read the final intonation group with the Low Fall and with the Low Rise if possible. State the difference in meaning.
- •1. Listen how the speaker on the tape reads the disjunctive questions. Concentrate on their intonation. Imitate the reading.
- •4. Complete the following sentences making them disjunctive questions. Pronounce the sentences according to the tasks below.
- •It is almost a real question as you want the listener to believe that you are even more uncertain than in the previous case and you seek the listener's assurance that your remark is correct.
2. This exercise is meant to develop your ability to introduce teaching material in class with correct intonation.
(a) Read the following extract silently to make sure that you understand each sentence.
"To the question: 'What is language?' many and varied answers have been given. Some linguists, fastening upon the phonetic aspect of speech, have defined language as being basically a series of sounds produced by certain human organs and received by others. Another school replies that since the main characteristic of language is meaning-fullness, and since a transfer of meaning can take place without the medium of sound, as witnessed by semaphoric or gestural systems of communication, the phonetic aspect of language is secondary to the semantic feature. To the grammarian, language is primarily a series of grammatical forms, roots, and endings. To the literary specialist, language is a series of words so arranged as to produce a harmonious or logical effect. To the lexicographer, language is fundamentally a list of words with their separate derivations, histories, and meanings. To the man in the street, language is what he uses, quite unconsciously, to communicate with his fellow man. Obviously, these partial definitions are all correct. But precisely because they are ALL correct, the sum total of language amounts to something greater than any of them. Sounds in themselves do not constitute language; yet the spoken language consists of sounds. Meaningfulness may be achieved in a number of nonlinguistic ways, therefore meaningfulness alone does not constitute language; yet language, to be worthy of the name, must be meaningful Grammatical forms and grammatical categories, taken by themselves, are dead things, as will be attested by many former students who 'went through' Latin and French in certain educational institutions; yet language is characterized by their presence to the extent that there is no language, however primitive, that does not possess some system of grammar. Spoken and written language consists of separate words; but unless these words are arranged in certain sequences, they will not only fail to convey beauty or logic but will even fail to convey complete meaning. Lastly, a language that does not serve as a medium of communication is a traitor to its function."
(M. Pei "The Story of Language")
(b)Divide the text into paragraphs, if possible. Try to find the main idea in each paragraph. Split up sentences into into nation groups. Single out the communicative centre and the nuclear word of each intonation group. Think of the intonation means they are to be made prominent with. Mark the stresses and tunes. Observe the difference in the duration of pauses between paragraphs, sentences and intonation groups.
(c)Make an oral presentation of this text in class as if you were a university lecturer. Let the teacher and fellow-students listen to you and decide whether your lecture con forms to the required pattern. Introduce alterations in the text, if necessary, and use some hesitation phenomena to obtain a balance between formality and informality. It will enable you to establish a closer contact with the audience. Remember that the success of any kind of lecturing depends on your ability to do so.